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=PROJECT TITLE=

PROJECT DETAILS
//Title: Title of Project Collaborators: Include E2T2 Team and additional collaborators. School and District: List schools and districts of students involved. Content Providers: List anyone outside of the classroom you connected with. Grade level: write grade level of all students involved (if 5 and 6 write 5-6) Subject Areas: Include main subject areas project addresses Recommended Time Frame: from project launch to student evaluations//

MN State Standards Alignment
//(Because all content areas have different structure please provide content area, strand, substrand and standard. Basically anything that is listed before the standard, see example below.)// Language Arts
 * I. Reading and Literature
 * A. Word Recognition Analysis and Fluency
 * The Student will understand and apply knowledge of the sounds of the English language (phonemic awareness) and of the sound-symbol relationship (phonics).
 * II. Writing
 * A. Types of Writing
 * The Student will compose various pieces of writing.

Science
 * 1. The Nature of Science and Engineering
 * The Practice of Science
 * Understand that Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena.

BEGIN WITH THE END IN MIND
//What are the big ideas for your project?// Summarize the theme for this project and identify the content standards and key skills you will assess. Identify the habits of mind students will practice and any district or school-wide outcomes included in this project. The project should meet the criteria for standards-focused PBL.

CRAFT THE DRIVING QUESTION
//What is the significant question that will drive this project?// State the essential question or problem statement and any subquestions relevant to this project. The problem statement should encompass all project content and outcomes, and provide a central focus for student inquiry. The driving question should engage students in authentic problem solving and require core subject knowledge to solve or answer.

PLAN THE ASSESSMENT
//What are the products and artifacts for this project?// Define products and artifacts early in the project, during the project, and at the end of the project. Include criteria for assessment with each product. Products and artifacts should align with the standards and outcomes for the project.

MAP THE PROJECT
//How will the project be organized?// Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. Summarize what students will need to know, how, and when they will learn the necessary knowledge and skills to be able to complete the tasks successfully. List the project tools that you will use. Products and tasks should give all students the opportunity to demonstrate what they have learned.

MANAGE THE PROCESS
//How will you manage and facilitate this project?// List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles. Summarize how you and your students will reflect on and evaluate this project. Facilitation should incorporate collaborative and student-centered activities.

=PROJECT RESOURCES=

Videoconference Lesson Plan
Upload as a word document or lesson plan.

Documents
Upload as a word document or lesson plan.



Media Files
Includes images, video and audio.

Web Resources
example format:

Buck Institute for Education [|http;//www.bie.org]